2. Founded in 2009 with a single focus on working with states to: A SINGLE MISSION  Work with states to significantly increase the number of college graduates and close attainment gaps

3. Founded in 2009 with a single focus on working with states to: Philanthropic Partners Bill and Melinda Gates Foundation Lumina Foundation for Education Carnegie Corporation of New York Helmsley Charitable Trust Kresge Foundation USA Funds

4. Alliance Member  Arkansas  Colorado  Connecticut  District of Columbia  Florida  Georgia  Hawaii  Idaho  Illinois  Indiana  Kentucky  Louisiana  Maine  Maryland  Massachusetts  Montana  Minnesota  Mississippi  Missouri  Nevada  New Mexico  Ohio  Oklahoma  Oregon  Pennsylvania  Rhode Island  South Dakota  Tennessee  Texas  Utah  Vermont  West Virginia  Wisconsin  Wyoming 34 Members DC

5. College Access Record Breaking Enrollment Most Representative Freshman Class Ever Over Six Decades of Access

6. Too few graduate. 12.6% 2-year college within 3 years 44.7% 4-year university within 6 years (non-flagship) 67.8% 4-year flagship within 6 years

9. GAME CHANGERS  Metrics and Performance Funding  Corequisite Remediation  Full-time is 15  Guided Pathways to Success (GPS)  Block Scheduling

10. METRICS AND PERFORMANCE FUNDING

11. Purpose of CCA/NGA Common College Completion Metrics Inform, Analyze, Measure Progress, Hold Accountable Drive Policy Change

12. Metrics Outcomes – degrees, graduation rates, transfer rates, credits and time to degree Progress – retention, remediation, gateway class success, courses completed, credits accumulated Disaggregations – gender, race/ethnicity, Pell, age, full or part time, degree Not collected by IPEDS

13. Performance Funding Essentials  Values outcomes – not just enrollment  Creates “conditions for change”

14. Performance funding is sweeping America.

15. COREQUISITE REMEDIATION

16. Too many freshmen need remediation. 56% of those entering a 2-year college enrolled in remediation 30% of those entering a 4-year college enrolled in remediation

17. Very few complete their gateway courses. 20% Pass associated gateway course at 2-year colleges 34% Pass associated gateway course at 4-year colleges (non-flagship)

18. Most remedial students never graduate. 2-yar Associate 2-year colleges4-year (non-flagship) 14%28%

19. Student attrition is at the heart of the matter.

21. Few Ever Get to Gateway 70% of students placed into remediation fail to enroll in a gateway course in two academic years

22. Guiding Objective Students complete gateway courses and enter programs of study in their first academic year

23. College mathematics must be aligned with programs of study.

24. College Algebra’s Only Purpose: Preparation for Calculus College Algebra Calculus

25. “College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.” University System of Georgia Mathematics Task Force:

26. Align Mathematics to Meta-Majors and Majors.

27. Provide Academic Support as a Corequisite, Not a Prerequisite

28. One Semester Redesigned Gateway Gateway Extra Time Mandatory Tutoring Sequenced Paired proctored labs 45 minutes after class Additional class periods 5 weeks prep plus 10 weeks gateway content

29. One Semester Corequisite Results InstitutionSubject Traditional Model Corequisite Model Comm. College of Baltimore County Accelerated Learning Model English 33%74% Austin Peay State University Structured Assistance English 49%70% Quantitative Reasoning 11%78% Statistics 8%65%

30. One-Year Corequisite Gateway Semester 1 Semester 2 Gateway Content Academic Support College Success Skills STEM Quantitative Reasoning Statistics

31. One-Year Corequisite Results Carnegie Statway Success in gateway math within one academic year

32. Aligned and Parallel Support in Technical Certificate Programs Technical Program Math and Language Skills Work Keys/Keytrain Required, Proctored Lab Competency-based, Self-paced

33. Traditional Placement Practices are FAILING Students

34. Current Model Enrolls Most Students into Remediation Percent of Students Student Placement Data 30%70% Gateway Remediation

35. New Model Enrolls Most in College Percent of Students Student Placement Data 30% 10% 60% Gateway Test Prep or Technical Certificate Gateway Course with Corequisite Support

36. FULL-TIME IS 15

37. TIME IS THE ENEMY. The longer it takes…the more life gets in the way.

38. Most students DON’T take the credit hours necessary to graduate on time. “Full-time” Students Taking 15+ Credits Per Semester At 2-year At 4-year

39. The Power of 15 Credits: More students graduate when they complete 30+ credits in their first year.

40. Too Much Time to Degree Of students who graduate… Full-time Part-time 3.6 years 5.2 years 2-year Associate4-year Bachelor’s 4.9 years Part-time students take 6.3 years

41. Part-Time Students Rarely Graduate 4%12% 150% of time 2-year Associate 4-year Bachelor’s (Non-Flagship)

42. 15 to Finish 1. Policies and practices that incent full-time enrollment (banded tuition, 15 credits cost same as 12). 2. Communications campaign to push 15 as full-time and on-time. 3. Education of faculty and advisors regarding how students actually do better taking more credits not less. 41

43. GUIDED PATHWAYS TO SUCCESS

44. Students are … Taking too much time Taking too many credits Spending too much money Not graduating Why GPS?

45. Too few graduate on time. 4% 2-year college within 2 years 19% 4-year within 4 years (non-flagship) 36% 4-year flagship within 4 years

46. Too few graduate. 12.6% 2-year college within 3 years 44.7% 4-year university within 6 years (non-flagship) 67.8% 4-year flagship within 6 years

47. Students are taking too many credits. 46 Associate 60 CREDITS 81 CREDITS ACCUMULATED 135 CREDITS ACCUMULATED Bachelor’s FS 120 CREDITS 133 CREDITS ACCUMULATED Bachelor’s NFS 120 CREDITS

48. Behavioral Economics: Choice Too much choice — especially uninformed choice — leads to indecision or poor decisions.

49. Behavioral Economics: Choice Overwhelmed by Choice 2 Plans Offered 75% Participation 59 Plans Offered 60% Participation

50. Behavioral Economics: Default Organ Donation Rates Austria (OPT- OUT) 99% Germany (OPT- IN) 12%

51. 1 counselor : 400 students Why GPS?

52. Behavioral Economics: Default A substantial number of people accept — even welcome — a default choice designed by informed professionals.

53. GPS: Choice Architecture A design that leads people to make more informed, deliberate decisions. Provides “default choices” that are in the person’s best interest given his or her educational goals

54. GPS: Essential Components 1. Default pathways 2. Informed Choice 3. Meta-Majors 4. Academic Maps 5. Milestone courses 6. Intrusive advising DO THIS

55. 1. Structured, Default Pathways Built for On-Time Graduation  Students don’t “discover” the right path; the academic map is the default schedule.

56. 2. Informed Choice  Uses high school performance and other measures to recommend broad academic pathways — “meta-majors”

57. 3. Meta-Majors  Students must choose a meta- major — broad clusters of majors  No student is “undeclared” STEM Health Sciences Social Sciences Liberal Arts Education Business

58. Meta-Major to Majors  Help students make the big choices  Once in a meta-major, help students narrow their study to a major

59. 4. Academic Maps

60. 5. Milestone Courses  Prerequisite courses are designated for each semester – in sequence  These courses in the sequence and terms designed in the academic maps

61. 6. Intrusive/Proactive Advising  Students must see an advisor if they: – do not complete the milestone course on schedule – fall 2 or more courses behind on their academic map – have a 2.0 GPA or less for the semester

62. Additional Considerations  Remediation is embedded or corequisite  15 credit hours is the default load  Degree requirements: Bachelor’s: 120 credits max. Associate: 60 credits max.

63. Results Higher graduation rates More on-time graduates Closing the achievement gap Fewer lost credits — saving time and money

64. Georgia State University  Degree maps and intrusive advising  Graduation rates up 20% in past 10 years  Graduation rates higher for: – Pell students, at 52.5% – African American students, at 57.4% – Hispanic students students, at 66.4%  More bachelor’s degrees to African- Americans than any other U.S. university GPS SUCCESS

65. Florida State University  Since starting degree maps, FSU has cut the number of students graduating with excess credits in half  Graduation rate increased to 74% – African Americans to 77% – First-generation Pell students to 72% – Hispanic students to more than 70% GPS SUCCESS

66. Arizona State University  eAdvisor system boosting retention and success  First-time, full-time freshman retention rates climbed to 84%  91% of all students deemed “on track,” up from 22% three years before GPS SUCCESS

67. STRUCTURED SCHEDULES

68. An Exhausting Balancing Act  WORK – at least part-time 60% more than 20 hours a week 25% more than 35 hours a week  FIRST GENERATION STUDENTS  COMMUTE TO CAMPUS

69. Study of Structured Programs  Provide a “package deal plan” for attaining a specific educational goal in a clear timeframe  Help students make the “big choices” and then make all of the small choices for them  Inform students up front about costs, workplace outcomes, and time (Rosenbaum, et.al, 2006)

70. Essentials of Block Schedules   Full-time, Morning or Afternoon blocks,  Predictable schedule  Whole programs choice, not individual courses  Student cohorts  Mandatory attendance

71. Students want structure… “That (block scheduling) would be fabulous – if you knew you could schedule your courses every semester at the same time, wouldn’t that be a dream come true?” -- Student Guided Pathways to Success Perspectives from Indiana College Students and Advisors

72. Students want structure… “I actually like that approach because I’ve had the days where I go to class for an hour, and then I have two hours off. Well, I really don’t want to drive home just to drive all the way back. …I could go into a job and say, “…I can come in at one thirty or two o’clock and work with you guys.” I think employers would appreciate that more.” -- Student Guided Pathways to Success Perspectives from Indiana College Students and Advisors

73. Where there is structure, there are significant results. 75% avg. on-time graduate rate 14% avg. on-time graduate rate TENNESSEE COLLEGES OF APPLIED TECHNOLOGY TENNESSEE COMMUNITY COLLEGES

74. Where there is structure, there are significant results. 55% 3-year graduation rate for associate degrees Doubled graduation rates using structured scheduling, whole programs 3X higher graduation rate than national avg. for urban community colleges ASAP PROGRAM CITY UNIVERSITY OF NEW YORK

75. Game Changers Metrics and Performance Funding Corequisite Remediation Full-time is 15 Guided Pathways to Success (GPS) Block Scheduling

77. www.completecollege.org Twitter: @CompleteCollege